Deaf and Hard of Hearing Students’ Problem-Solving Strategies With Signed Arithmetic Story Problems

Pagliaro, Claudia M.; Ansell, Ellen

doi:10.1353/aad.2012.1600

Cited by 25 publications

(20 citation statements)

References 38 publications

(53 reference statements)

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“…WP in mathematics is an important activity to develop logical thinking in students. A descriptive study based on structured interviews and observation was conducted to elicit the WP solving method from students [30]. The study identified that counting strategies were used more than fact-based strategies for solving WPs.…”

Section: Related Workmentioning

confidence: 99%

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.

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Section: Related Workmentioning

confidence: 99%

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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“…Keterbatasan yang dimiliki dalam mendengar, menyimak, dan berbicara tidak menjadi alasan bagi subyek untuk mengembangkan kemampuan yang dimiliki. Mereka menggunakan strategi yang bervariasi dalam menyelesaikan masalah (Pagliaro & Ansell, 2012).…”

Section: Pembahasanunclassified

“…Mereka menggunakan ketajaman visual yang merupakan kekuatannya dalam proses pembelajaran untuk meningkatkan perkembangan bahasa dan komunikasi (Nikolaraizi, Vekiri, & Easterbrooks, 2013). Siswa tunarungu menggunakan berbagai strategi yang sama digunakan oleh siswa normal untuk menyelesaikan masalah antara lain permodelan, perhitungan, dan menggunakan benda-benda konkret (Pagliaro & Ansell, 2012). Oleh karena itu tujuan dari penelitian ini untuk memperoleh gambaran kemampuan pemecahan masalah matematis siswa tunarungu kelas delapan dalam menyelesaikan masalah non rutin yang berkaitan dengan pecahan.…”

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Mathematical problem-solving abilities of deaf student in solving non-routine problems

Leton¹,

Lakapu

Dosinaeng

2019

Math Didactic

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Tujuan penelitian ini untuk memperoleh gambaran kemampuan pemecahan masalah matematis siswa tunarungu kelas VIII dalam menyelesaikan masalah non rutin yang berkaitan dengan masalah pecahan. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan desain case study. Pengambilan subyek dilakukan secara purposive sebanyak 6 orang pada tiga Sekolah Luar Biasa (SLB) B yakni SLB B Karya Murni Ruteng, SMPLB Negeri Semarang dan SLB B Don Bosco Wonosobo.. Data dikumpulkan melalui tes pemecahan masalah dan wawancara. Hasil analisis terhadap data hasil pekerjaan dan data wawancara, diperoleh bahwa kemampuan-kemampuan matematis yang muncul pada subyek dalam menyelesaikan masalah antara lain; (1) ada kecenderungan bahwa dalam membangun pemahaman terhadap masalah, subyek merepresentasikan masalah melalui gambar, dapat mengungkapkan apa yang diketahui dan apa yang ditanyakan, mengidentifikasi unsur-unsur yang diketahui, dan menyatakan kembali masalah dalam bahasa yang lebih sederhana; (2) Subyek dapat melakukan elaborasi yakni mengaitkan informasi dengan pengetahuan yang telah terbentuk; (3) Jika siswa tunarungu dapat menyelesaikan masalah, maka untuk menyelesaikan masalah cenderung menggunakan gambar dan menggunakan cara membilang. Dengan demikian, disimpulkan bahwa siswa tunarungu dapat menyelesaikan soal non-rutin dengan tingkat kesulitan tinggi dengan terlebih dahulu memvisualisasikan masalah dalam bentuk gambar dan menulis kembali dalam bentuk kalimat sederhana.

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“…At the pre-school level, Pagliaro & Krizter (2013) found that DHH learners have more understanding of geometry and space, and less understanding of measurement and problem-solving, than hearing learners. In grades K-3, DHH students rely primarily on counting strategies to solve problems, while hearing students progress through a series of strategies (Pagliaro & Ansell, 2012). Between classroom challenges and obstacles in testing, at age 18 students who are DHH have a median mathematics problem-solving score at the 5 th level on the Stanford 10 Achievement Test (Qi & Mitchell, 2011).…”

Section: Introductionmentioning

confidence: 99%

Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of Hearing Students in Introductory Statistics Courses

McClive¹,

Mousley²,

Marchetti³

et al. 2020

JSESD

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Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate statistics into their knowledge base, they may be effectively kept from careers that rely on statistics. Students who are Deaf or Hard-of-Hearing (DHH) learn differently and thus may lag behind their hearing counterparts in mainstream classrooms. In part, a gap in language knowledge can impede the understanding of statistics topics. What is a variable? What does it mean to have a distribution? With sign language interpreters and other support services, many mainstream instructors believe that DHH students have equal access to learning in their classrooms. Yet variations of instructional skill, interpreter knowledge of the discipline, and the lack of alternative representations of content often result in access that falls short of "equal". This paper describes the work of a team of faculty and student researchers seeking best practices for creating supplemental online learning tools. Starting from a list of prioritized challenging topics in statistics, the team developed a number of strategies and produced a pilot set of instructional videos. Formative feedback led to revised videos, which provided a significant gain in knowledge for DHH students when shown in an experimental setting.

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Deaf and Hard of Hearing Students’ Problem-Solving Strategies With Signed Arithmetic Story Problems

Cited by 25 publications

References 38 publications

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

Mathematical problem-solving abilities of deaf student in solving non-routine problems

Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of Hearing Students in Introductory Statistics Courses

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